UNIDAD EDUCATIVA BILINGE MAURICE RAVEL MATRIZ DE ALCANCE Y SECUENCIA DE COMPETENCIAS ACADEMICAS A R E A D E INGLES Ao Lectivo 2009 - 2010

SECOND GRADE OF BASIC EDUCATION

Sentences o Simple sentences o Word order in sentences o Sentence beginning o Subject verb agreement Nouns o Singular Plural: regular and irregular Proper Countable and uncountable Action verbs

THIRD GRADE OF BASIC EDUCATION

Simple present o Affirmative and negative sentences o Questions o Contractions o Third person singular Present progressive o Affirmative and negative statements o Questions and answers Question words o Ask and answer questions with what, when, where, who, how many, why, how o Auxiliary do and does Simple past o Statements o Regular and irregular verbs Time adverbs o Present: today, now, nowadays, this day, etc. o Past: yesterday, last o Future: Tomorrow, next Future o Affirmative sentences with will Adjectives o Possessive: my, your, his, her, its, our,

FOURTH GRADE OF BASIC EDUCATION

Present Simple o Uses: routines, general truths, temporary situations o Ask and answer questions: yes/no, information o Daily activities and routines o Frequency adverbs: always, usually, sometimes, never, often, seldom Linkers o Before, after, when, while, and, but Pronouns o Personal o Impersonal It o Object pronouns: him, her, them, me, you, us, it Review of question words: what, how many, which, how much, when, where, why, how and who. Review of present progressive Simple Past o Use for describing ended actions o Regular and irregular verbs o Auxiliary did o Affirmative and negative sentences o Yes/no questions

K N O W L E D G E

o
o o Verbs o

Adjectives o Common adjectives o Comparatives o Possessive adjectives: my, your, his, her Writing o o o o o Directionality Capital and lower forms Capitalization Punctuation Print and handwriting

Verb to be o Am-Is-Are o Yes/No Questions

Short answers

your, their Comparatives: +er, more, irregular o Demonstratives Nouns o Singular and plural o Countable and uncountable There is There are o Affirmative o Negative o Some any Offers and requests o Make and answer requests with Would you like? And Do you need? The time o Questions with what time o Oclock, quarter to/after, half Vocabulary o Classroom Language o Numbers 1-1000 o Colors o Family o Parts of the body o Animals o Clothes o Food o Seasons o Feelings and senses o Jobs o Other related to PYP Units

Information questions

Affirmative and Negative statements o Contractions Im, youre, hes, etc. o Simple past: was, were Present Simple o Affirmative and negative sentences with see, want, say, and have. o Auxiliaries do-does: questions and answers. o Contractions dont, doesnt. Demonstrative pronouns o This, these, that, those Prepositions of place o On, in, under, between, out of, behind, next to, in front of. o Follow directions. Articles o A/an o Some Pronouns o Personal: I, you, he, she, it, we, they o Distinguish use Present progressive o Use o Affirmative and negative sentences Question words o Who, where, what, how old, which one/ones, when, how many Likes and dislikes o I like / I dont like Abilities o Can / Cant

Differences between simple present and simple past Infinitive o Use of want, like, need, have Prepositions of place: o In, on, above, across, on the corner of, bellow, in front of, behind, next to, between, among, at, under, outside, inside, towards, left and right There is / there are o Affirmative, negative o Some, any o Much, many o Describing actions Adjectives o Comparatives o Word order: size, color and shape Sentences o Kinds: Statements, commands, questions, exclamations. o Capitalizing and punctuation o Naming and telling part Future o Affirmative and negative sentences with will Vocabulary o Classroom Language o Numbers: Math operations, adding and subtraction o Animals: environment

K N O W L E D G E

o
o

Jobs and duties Other related to PYP Units

K N O W L E D G E
There is There are o Affirmative Vocabulary o Classroom Objects o Numbers o Shapes o Toys and vehicles o Colors o People and family o Parts of the body o Animals o Clothes o The house o Food o Days of the week o Months of the year o The weather o Feelings and senses o Jobs o Other related to PYP Units

SELF CONTROL ABILITIES

ORAL COMMUNICATION Students will appreciate how important speaking is Speaking will be used with more responsibility They will participate correctly in discussions They will talk about a great variety of topics Their language will be used in a complex way, with creativity and confidence They will use the language precisely, with details and with a variety of vocabulary Language will be used in order to create, organise and think about the knowledge Students will begin to communicate in more than one language

ORAL COMMUNICATION Students will appreciate how important speaking is Speaking will be used with more responsibility They will participate correctly in discussions They will talk about a great variety of topics Their language will be used in a complex way, with creativity and confidence They will use the language precisely, with details and with a variety of vocabulary Language will be used in order to create, organise and think about the knowledge Students will begin to communicate in more than one language

S K I L L S

Gross Motor abilities - Work in abilities where big muscles are used and where the power force is primary Fine Motor abilities - Work in abilities where small muscles are used Spatial Relationship - Relate the childs position to the rest of the objects Organization - Plan and carry out activities with efficiency Time Management - Using time efficiently and adequately Security - Adopt a personal behaviour that avoid danger from

oneself and others Healthy Way of Living - Make good choices in order to equilibrate nutrition, resting, relaxation and practice hygienic and adequate care Behavioural Code - Know and apply adequate rules and operative codes, according to the group of people Good Elections - Select a behavioural code based in actions and opinions READING COMPREHENSION Students will begin to read simple books with confidence and joy They will use some strategies to decode a text They will discuss stories which they had read and listened They will understand expressed ideas and thoughts They will start using reference books They will participate in daily reading READING COMPREHENSION WRITTEN EXPRESSION - They will write with confidence - They will write with different purposes - They will write simple stories following beginning, middle and end - They will start spelling correctly daily use words - They will write initial spelling and phonetic rules - They will start writing evenly and legibly - They will write daily with different purposes Students will begin to read simple books about fiction and non- fiction with confidence They will choose books according to their level and interests They will show interest and appreciation for different kinds of books They will understand and respond to different kinds of ideas, feelings and attitudes found in the books Students will read about technology as reference They will read daily and for longer periods READING COMPREHENSION Students will begin to read simple books about fiction and non- fiction with confidence They will choose books according to their level and interests They will show interest and appreciation for different kinds of books They will understand and respond to different kinds of ideas, feelings and attitudes found in the books Students will read about technology as reference They will read daily and for longer periods

S K I L L S

WRITTEN EXPRESSION They will write with confidence They will use a broader vocabulary They will understand different written expressions They will write with different purposes such as informative or creative They will plan, edit and check their own written expressions (little booklets) They will write correctly daily words and they will increase complex words They will write evenly and legibly

WRITTEN EXPRESSION They will write with confidence They will use a broader vocabulary They will understand different written expressions They will write with different purposes such as informative or creative They will plan, edit and check their own written expressions (little booklets) They will write correctly daily words and they will increase complex words They will write evenly and legible

VISUAL COMMUNICATION

VISUAL COMMUNICATION

VISUAL COMMUNICATION

They will understand that communication has visual, verbal and movement aspects. They will understand that signs and symbols have meaning. They will read and use books with deferent kind of composition. They will start reading different signs around them They will understand visual information, including T.V., computers and theatre They will look for, register and present information using different means

They will be exposed to a variety of visual aids They will respond to the visual experiences orally and writing They will recognise the power of the visual means in order to increase their critical thinking They will use visual aids in order to create different projects They will use electronic means as good source of information

They will be exposed to a variety of visual aids They will respond to the visual experiences orally and writing They will recognise the power of the visual means in order to increase their critical thinking They will use visual aids in order to create different projects They will use electronic means as good source of information

ASKING QUESTIONS ASKING QUESTIONS ASKING QUESTIONS - Identifying what we want or need to, asking - Identifying what we want or need to, asking - Identifying what we want or need to, asking appropriate and convincing questions to research appropriate and convincing questions to research appropriate and convincing questions to research OBSERVING OBSERVING OBSERVING

S K I L L S

Using all senses to identify details

Using all senses to identify details

Using all senses to identify details

PLANNING PLANNING PLANNING - Developing and action planning, elaborating and - Developing and action planning, elaborating and - Developing and action planning, elaborating and scheme, finding the precise information scheme, finding the precise information scheme, finding the precise information GATHER DATA GATHER DATA GATHER DATA - Collecting information from different sources, - Collecting information from different sources, - Collecting information from different sources, such as: real measurements, maps, surveys, such as: real measurements, maps, surveys, such as: real measurements, maps, surveys, studies, direct observation, resource books, films, studies, direct observation, resource books, films, studies, direct observation, resource books, films, people and exhibitions. people and exhibitions. people and exhibitions. DATA REGISTRATION DATA REGISTRATION DATA REGISTRATION - Describing and registering the observations on - Describing and registering the observations on - Describing and registering the observations on illustrations, notes, graphs and reports. illustrations, notes, graphs and reports. illustrations, notes, graphs and reports. DATA ORGANIZATIONS DATA ORGANIZATIONS DATA ORGANIZATIONS - Ordering and classifying the information in an - Ordering and classifying the information in an - Ordering and classifying the information in an understandable way. For example: narrative understandable way. For example: narrative understandable way. For example: narrative descriptions, tables, time lines, graphs and descriptions, tables, time lines, graphs and descriptions, tables, time lines, graphs and diagrams. diagrams. diagrams. DATA INTERPRETATION DATA INTERPRETATION DATA INTERPRETATION - Getting conclusions of the relations and patterns - Getting conclusions of the relations and patterns - Getting conclusions of the relations and patterns that come from organized data. that come from organized data. that come from organized data.

PRESENTING RESEARCH RESULTS PRESENTING RESEARCH RESULTS PRESENTING RESEARCH RESULTS - Communicating efficiently what has been learned, - Communicating efficiently what has been learned, - Communicating efficiently what has selecting the proper means selecting the proper means learned, selecting the proper means - Process description - Process description - Process description - Observing drawings - Observing drawings - Observing drawings - Concept maps - Concept maps - Concept maps - Gathering data and processes. - Gathering data and processes. - Gathering data and processes. - Hypothesis formulation and conclusions. - Hypothesis formulation and conclusions. - Hypothesis formulation and conclusions. - Problem solving. - Problem solving. - Problem solving. - Project design and performance. - Project design and performance. - Project design and performance. ACQUISITION OF KNOWLEDGE - Gaining specific facts, ideas, remembering in a similar form. vocabulary; ACQUISITION OF KNOWLEDGE - Gaining specific facts, ideas, remembering in a similar form.

been

vocabulary;

S K I L L S

COMPREHENSION COMPREHENSION COMPREHENSION - Grasping meaning from material learned; - Grasping meaning from material learned; - Grasping meaning from material learned; communicating and interpreting learning. communicating and interpreting learning. communicating and interpreting learning. APPLICATION APPLICATION APPLICATION - Making use of previously acquired knowledge in - Making use of previously acquired knowledge in - Making use of previously acquired knowledge in practical or new ways. practical or new ways. practical or new ways. ANALYSIS - Taking knowledge or ideas apart; separating into component parts; seeing relationships; finding unique characteristics. SYNTHESIS - Combining parts to create wholes; creating, designing, developing and innovating. EVALUATION - Making judgments or decisions based on chosen criteria; standards and conditions. DIALECTICAL THOUGHT - Thinking about two or more different points of view at the same time; understanding those points of view; being able to construct an argument for each point of view based on knowledge of the other(s); realizing that other people can also take ones own point of view. MET COGNITION - Analyzing ones own and others thought ANALYSIS - Taking knowledge or ideas apart; separating into component parts; seeing relationships; finding unique characteristics. SYNTHESIS - Combining parts to create wholes; creating, designing, developing and innovating. EVALUATION - Making judgments or decisions based on chosen criteria; standards and conditions. DIALECTICAL THOUGHT - Thinking about two or more different points of view at the same time; understanding those points of view; being able to construct an argument for each point of view based on knowledge of the other(s); realizing that other people can also take ones own point of view. MET COGNITION - Analyzing ones own and others ANALYSIS - Taking knowledge or ideas apart; separating into component parts; seeing relationships; finding unique characteristics. SYNTHESIS - Combining parts to create wholes; creating, designing, developing and innovating.

EVALUATION - Making judgments or decisions based on chosen criteria; standards and conditions. DIALECTICAL THOUGHT - Thinking about two or more different points of view at the same time; understanding those points of view; being able to construct an argument for each point of view based on knowledge of the other(s); realizing that other people can also take ones own point of view. MET COGNITION thought - Analyzing ones own and others thought

processes; thinking about how one thinks and how one learns.

processes; thinking about how one thinks and how one learns.

processes; thinking about how one thinks and how one learns.

ACCEPTING RESPONSIBILITY ACCEPTING RESPONSIBILITY ACCEPTING RESPONSIBILITY - Taking on and completing tasks in an appropriate - Taking on and completing tasks in an appropriate - Taking on and completing tasks in an appropriate manner; being willing to assume a share of the manner; being willing to assume a share of the manner; being willing to assume a share of the responsibility. responsibility. responsibility. RESPECTING OTHERS RESPECTING OTHERS RESPECTING OTHERS - Listening sensitively to others; making decisions - Listening sensitively to others; making decisions - Listening sensitively to others; making decisions based on fairness and equality; recognizing that based on fairness and equality; recognizing that based on fairness and equality; recognizing that others beliefs, viewpoints, religions and ideas others beliefs, viewpoints, religions and ideas others beliefs, viewpoints, religions and ideas may differ from ones own; stating ones opinion may differ from ones own; stating ones opinion may differ from ones own; stating ones opinion without hurting others. without hurting others. without hurting others. COOPERATING COOPERATING COOPERATING - Working cooperatively in a group; being courteous - Working cooperatively in a group; being courteous - Working cooperatively in a group; being to others; sharing materials; taking turns. to others; sharing materials; taking turns. courteous to others; sharing materials; taking turns. RESOLVING CONFLICT RESOLVING CONFLICT RESOLVING CONFLICT - Listening carefully to others; compromising; - Listening carefully to others; compromising; - Listening carefully to others; compromising; reacting reasonably to the situation; accepting reacting reasonably to the situation; accepting reacting reasonably to the situation; accepting responsibility appropriately; being fair. responsibility appropriately; being fair. responsibility appropriately; being fair. GROUP DECISION-MAKING GROUP DECISION-MAKING GROUP DECISION-MAKING - Listening to others; discussing ideas; asking - Listening to others; discussing ideas; asking - Listening to others; discussing ideas; asking questions; working towards and obtaining questions; working towards and obtaining questions; working towards and obtaining consensus. consensus. consensus. ADOPTING A VARIETY OF GROUP ROLES ADOPTING A VARIETY OF GROUP ROLES ADOPTING A VARIETY OF GROUP ROLES - Understanding what behavior is appropriate in a - Understanding what behavior is appropriate in a - Understanding what behavior is appropriate in a given situation and acting accordingly; being a given situation and acting accordingly; being a given situation and acting accordingly; being a leader in some circumstances, a follower in others. leader in some circumstances, a follower in others. leader in some circumstances, a follower in others. VIEWING - Interpreting and analyzing visuals and multimedia; VIEWING VIEWING understanding the ways in which images and - Interpreting and analyzing visuals and multimedia; - Interpreting and analyzing visuals and language interact to convey ideas, values and understanding the ways in which images and multimedia; understanding the ways in which beliefs; making informed choices about personal language interact to convey ideas, values and images and language interact to convey ideas, viewing experiences. beliefs; making informed choices about personal values and beliefs; making informed choices viewing experiences. about personal viewing experiences.

A T T I T U D E S

A T T I T U D E S

PRESENTING PRESENTING PRESENTING - Constructing visuals and multimedia for a range of - Constructing visuals and multimedia for a range of - Constructing visuals and multimedia for a range purposes and audiences; communicating purposes and audiences; communicating of purposes and audiences; communicating information and ideas through a variety of visual information and ideas through a variety of visual information and ideas through a variety of visual media; using appropriate technology for effective media; using appropriate technology for effective media; using appropriate technology for effective presentation and representation. presentation and representation. presentation and representation. NON-VERBAL COMMUNICATION NON-VERBAL COMMUNICATION NON-VERBAL COMMUNICATION - Recognizing the meaning of visual and - Recognizing the meaning of visual and kinesthetic - Recognizing the meaning of visual and kinesthetic kinesthetic communication; recognizing and communication; recognizing and creating signs; communication; recognizing and creating signs; creating signs; interpreting and utilizing symbols. interpreting and utilizing symbols. interpreting and utilizing symbols. FINE-MOTOR SKILLS - Exhibiting skills in which precision in delicate FINE-MOTOR SKILLS FINE-MOTOR SKILLS muscle systems is required. - Exhibiting skills in which precision in delicate - Exhibiting skills in which precision in delicate muscle systems is required. muscle systems is required. SPATIAL AWARENESS - Displaying sensitivity to the position of objects in SPATIAL AWARENESS SPATIAL AWARENESS relation to oneself or each other. - Displaying sensitivity to the position of objects in - Displaying sensitivity to the position of objects in relation to oneself or each other. relation to oneself or each other. ORGANIZATION - Planning and carrying out activities effectively. ORGANIZATION ORGANIZATION - Planning and carrying out activities effectively. - Planning and carrying out activities effectively. TIME MANAGEMENT - Using time effectively and appropriately. TIME MANAGEMENT TIME MANAGEMENT - Using time effectively and appropriately. - Using time effectively and appropriately. SAFETY - Engaging in personal behavior that avoids SAFETY SAFETY placing oneself or others in danger or at risk. - Engaging in personal behavior that avoids placing - Engaging in personal behavior that avoids placing oneself or others in danger or at risk. oneself or others in danger or at risk. HEALTHY LIFESTYLE - Making informed choices to achieve a balance in HEALTHY LIFESTYLE HEALTHY LIFESTYLE nutrition, rest, relaxation and exercise; practicing - Making informed choices to achieve a balance in - Making informed choices to achieve a balance in appropriate hygiene and self-care. nutrition, rest, relaxation and exercise; practicing nutrition, rest, relaxation and exercise; practicing appropriate hygiene and self-care. appropriate hygiene and self-care. CODES OF BEHAVIOR - Knowing and applying appropriate rules or CODES OF BEHAVIOR CODES OF BEHAVIOR operating procedures of groups of people. - Knowing and applying appropriate rules or - Knowing and applying appropriate rules or operating procedures of groups of people. operating procedures of groups of people. INFORMED CHOICES INFORMED CHOICES INFORMED CHOICES - Selecting an appropriate course of action or - Selecting an appropriate course of action or - Selecting an appropriate course of action or behaviour based on fact or opinion. behaviour based on fact or opinion. behaviour based on fact or opinion.

FIFTH GRADE OF BASIC EDUCATION

Review of tenses: o Present Simple, Past Simple, Present Progressive

SIXTH GRADE OF BASIC EDUCATION

Parts of Speech o Pronouns: subject and object o Nouns: singular and plural, proper, common, mass, etc. o Adjectives: types and use; comparing. o Adverbs: frequency, time, location, etc. o Articles: definite, indefinite, demonstrative. Sentences o Kinds: declarative, imperative, interrogative and exclamatory. o Punctuation and capitalization o Subject and predicate: noun and verb Review of Simple Present and Past Tense o Affirmative, negative and questions. o Use the two forms in contrast. o Form past simple sentences using ago. o There is/ There are/ There was and There were. Modals o Can and can't, could and couldn't. o Should and shouldnt, would and wouldnt, may. Past Progressive o affirmative and negative sentences and questions o Past progressive vs. simple past o Use of while Gerunds o Use o Infinitive vs. gerund o For and to

SEVENTH GRADE OF BASIC EDUCATION

Review Tenses: simple vs. progressive tenses. o Affirmative, negative and interrogative. o WHEN and WHILE Present Perfect Tense o Affirmative, negative and interrogative o Past Simple vs. Present Perfect Review and expansion of question forms: o Interview and survey Review and expansion of Adjectives and Adverbs o Form and function o Comparison o Adverbial and adjective phrase and clause Impersonal It Gerunds o As a noun where appropriate o After certain verbs and expressions Transitive and intransitive verbs o direct and indirect object Review of numbers o Ordinal o Dates o Large numbers Use the -er of agent First Conditional Review and expansion of prepositions o Time, place, manner, direction, agent o Prepositional phrases

K N O W L E D G E

Adverbs of Frequency Past Progressive o Affirmative, negative and questions Infinitive o As objects Imperative o Give and follow instructions Directions o Give and follow instructions Numbers o Dates o Phone numbers o Addresses o Measurements Like to express analogy would like Paragraphs Linkers Review and expansion of pronouns o Subject o Object o Possessive o Reflexive: Myself, himself, herself, etc o One and ones

Some and any Clauses with when and than Future o Going to and Will o Affirmative and negative sentences and questions o Talk about future plans. Vocabulary o Leisure activities o Vacations and travel o Linking words o Nouns as adjectives. o Large numbers. o Means of transportation o Food and restaurants. o Chores o Media o TV programs and related nouns o House and home o Natural Disasters o Entertainment o Other related to PYP Units o Family Related words o Physical descriptions o Expressions of frequency o Hobbies o Crafts Related words o Materials and tools o Shopping terms o Items to wear o Weather- Related terms o Communication-Related terms o Technology- related terms o Inventions o Products o Places o Countries Nationalities o Music-Related words Passive Voice o Structure and use Phrasal Verbs o Structure and use Content words and Quantifiers o A spoon of, a carton, a pinch of, etc. o A few, a little, some, any, no, bit, etc. Review and expansion of Modal Verbs o Structure and use o Can, could, may, might, should, would, must o Phrasal modals: have to, ought to, be able to Vocabulary o Occupations and Professions o Opposites o Sports o The future o Travel o City and countryside o Food nutrition and health o Amusement parks o Entertainment o Other related to PYP units o Technology related words o Space-Related words o Guinness world records o Mysterious places o Movie terms

K N O W L E D G E

Express obligations o Must, have to, and should Vocabulary o Descriptions o Instructions o United States Currency o Time-Related words o Physical descriptions o Descriptive adjectives o Free time activities Chores o Food o Countries Nationalities o Health Related words o Animals-Related words o Inventions o Celebrations o Ordinal numbers o Hobbies o Dance styles o o

S K I

ORAL COMMUNICATION Students will acquire conscience of oral expression, about how it helps them to build the meaning and how to communicate with others They will talk with responsibility in order to inform, entertain and influence in others They will understand that oral expression is an instrument to learn and to have fun as well They will interact with confidence in different situations They will use a broad variety of language structures and characteristics to present ideas and information They will adapt the expressions and comprehension strategies to the context, the purpose and the receiver They will reflection about communication in order to control and evaluate their own knowledge.

ORAL COMMUNICATION Students will acquire conscience of oral expression, about how it helps them to build the meaning and how to communicate with others They will talk with responsibility in order to inform, entertain and influence in others They will understand that oral expression is an instrument to learn and to have fun as well They will interact with confidence in different situations They will use a broad variety of language structures and characteristics to present ideas and information They will adapt the expressions and comprehension strategies to the context, the purpose and the receiver They will reflection about communication in order to control and evaluate their own knowledge.

ORAL COMMUNICATION Students will acquire conscience of oral expression, about how it helps them to build the meaning and how to communicate with others They will talk with responsibility in order to inform, entertain and influence in others They will understand that oral expression is an instrument to learn and to have fun as well They will interact with confidence in different situations They will use a broad variety of language structures and characteristics to present ideas and information They will adapt the expressions and comprehension strategies to the context, the purpose and the receiver They will reflection about communication in order to control and evaluate their own knowledge.

L L S

S K I L L S

WRITTEN COMMUNICATION WRITTEN COMMUNICATION - Students will read correctly a great variety of - Students will read correctly a great variety of books with the purpose of getting a whole books with the purpose of getting a whole comprehension of the book. comprehension of the book. - They will recognize and appreciate different kinds - They will recognize and appreciate different of literary elements, forms and structures. kinds of literary elements, forms and structures. - They will appreciate the differences between - They will appreciate the differences between structures and styles of fiction and non-fiction structures and styles of fiction and non-fiction - They will be able to distinguish details about - They will be able to distinguish details about characters, argument and analyze them. characters, argument and analyze them. - They will understand what authors want to say and - They will understand what authors want to say they will start recognizing meaning beyond words and they will start recognizing meaning beyond - They will find and use different research material words to guide their investigation - They will find and use different research material to guide their investigation WRITTEN EXPRESSION - They will write with fluency and efficiency in WRITTEN EXPRESSION - They will write with fluency and efficiency in

WRITTEN COMMUNICATION - Students will read correctly a great variety of books with the purpose of getting a whole comprehension of the book. - They will recognize and appreciate different kinds of literary elements, forms and structures. - They will appreciate the differences between structures and styles of fiction and non-fiction - They will be able to distinguish details about characters, argument and analyze them. - They will understand what authors want to say and they will start recognizing meaning beyond words - They will find and use different research material to guide their investigation WRITTEN EXPRESSION - They will write with fluency and efficiency in

different styles They will adapt different written styles and structures to their work They will show awareness of the receiver They will use complementary details and efficient vocabulary They will vary the structure and length of the sentences They will use the corresponding structure with independence and confidence They will develop their own voice and style

different styles They will adapt different written styles and structures to their work They will show awareness of the receiver They will use complementary details and efficient vocabulary They will vary the structure and length of the sentences They will use the corresponding structure with independence and confidence They will develop their own voice and style

different styles They will adapt different written styles and structures to their work They will show awareness of the receiver They will use complementary details and efficient vocabulary They will vary the structure and length of the sentences They will use the corresponding structure with independence and confidence They will develop their own voice and style

VISUAL COMMUNICATION VISUAL COMMUNICATION - They will show an appropriate behavior when they - They will show an appropriate behavior when see different visual aids they see different visual aids - They will respond to the visual aids orally and - They will respond to the visual aids orally and writing, using specific vocabulary and terminology writing, using specific vocabulary and - They will understand the design effect in the visual terminology meaning - They will understand the design effect in the - They will identify stereotypes visual meaning - They will work with different materials to plan and - They will identify stereotypes carry out the different projects - They will work with different materials to plan - They will recognize the implications of the and carry out the different projects commercial means - They will recognize the implications of the - They will give opinions about television programs, commercial means films and video - They will give opinions about television programs, films and video

VISUAL COMMUNICATION - They will show an appropriate behavior when they see different visual aids - They will respond to the visual aids orally and writing, using specific vocabulary and terminology - They will understand the design effect in the visual meaning - They will identify stereotypes - They will work with different materials to plan and carry out the different projects - They will recognize the implications of the commercial means - They will give opinions about television programs, films and video

ASKING QUESTIONS ASKING QUESTIONS ASKING QUESTIONS - Identifying what we want or need to, asking - Identifying what we want or need to, asking - Identifying what we want or need to, asking appropriate and convincing questions to research appropriate and convincing questions to research appropriate and convincing questions to research

S K I L L

OBSERVING

OBSERVING

OBSERVING

Using all senses to identify details

Using all senses to identify details

Using all senses to identify details

PLANNING PLANNING PLANNING - Developing and action planning, elaborating and - Developing and action planning, elaborating and - Developing and action planning, elaborating and scheme, finding the precise information scheme, finding the precise information scheme, finding the precise information GATHER DATA GATHER DATA GATHER DATA - Collecting information from different sources, - Collecting information from different sources, such - Collecting information from different sources, such as: real measurements, maps, surveys, as: real measurements, maps, surveys, studies, such as: real measurements, maps, surveys, studies, direct observation, resource books, films, direct observation, resource books, films, people studies, direct observation, resource books,

people and exhibitions.

films, people and exhibitions.

and exhibitions.

DATA REGISTRATION DATA REGISTRATION DATA REGISTRATION - Describing and registering the observations on - Describing and registering the observations on - Describing and registering the observations on illustrations, notes, graphs and reports. illustrations, notes, graphs and reports. illustrations, notes, graphs and reports. DATA ORGANIZATIONS DATA ORGANIZATIONS DATA ORGANIZATIONS - Ordering and classifying the information in an - Ordering and classifying the information in an - Ordering and classifying the information in an understandable way. For example: narrative understandable way. For example: narrative understandable way. For example: narrative descriptions, tables, time lines, graphs and descriptions, tables, time lines, graphs and descriptions, tables, time lines, graphs and diagrams. diagrams. diagrams. DATA INTERPRETATION DATA INTERPRETATION DATA INTERPRETATION - Getting conclusions of the relations and patterns - Getting conclusions of the relations and patterns - Getting conclusions of the relations and patterns that come from organized data. that come from organized data. that come from organized data. PRESENTING RESEARCH RESULTS PRESENTING RESEARCH RESULTS - Communicating efficiently what has been learned, - Communicating efficiently what has selecting the proper means learned, selecting the proper means - Process description - Process description - Observing drawings - Observing drawings - Concept maps - Concept maps - Gathering data and processes. - Gathering data and processes. - Hypothesis formulation and conclusions. - Hypothesis formulation and conclusions. - Problem solving. - Problem solving. - Project design and performance. - Project design and performance. ACQUISITION OF KNOWLEDGE - Gaining specific facts, ideas, remembering in a similar form. vocabulary; ACQUISITION OF KNOWLEDGE - Gaining specific facts, ideas, remembering in a similar form. PRESENTING RESEARCH RESULTS - Communicating efficiently what has been learned, selecting the proper means - Process description - Observing drawings - Concept maps - Gathering data and processes. - Hypothesis formulation and conclusions. - Problem solving. - Project design and performance. ACQUISITION OF KNOWLEDGE - Gaining specific facts, ideas, remembering in a similar form. vocabulary;

been

vocabulary;

S K I L L

COMPREHENSION COMPREHENSION COMPREHENSION - Grasping meaning from material learned; - Grasping meaning from material learned; - Grasping meaning from material learned; communicating and interpreting learning. communicating and interpreting learning. communicating and interpreting learning. APPLICATION APPLICATION APPLICATION - Making use of previously acquired knowledge in - Making use of previously acquired knowledge in - Making use of previously acquired knowledge in practical or new ways. practical or new ways. practical or new ways. ANALYSIS ANALYSIS ANALYSIS - Taking knowledge or ideas apart; separating into - Taking knowledge or ideas apart; separating into - Taking knowledge or ideas apart; separating into component parts; seeing relationships; finding component parts; seeing relationships; finding component parts; seeing relationships; finding

unique characteristics.

unique characteristics.

unique characteristics.

SYNTHESIS SYNTHESIS SYNTHESIS - Combining parts to create wholes; creating, - Combining parts to create wholes; creating, - Combining parts to create wholes; creating, designing, developing and innovating. designing, developing and innovating. designing, developing and innovating. EVALUATION EVALUATION EVALUATION - Making judgments or decisions based on chosen - Making judgments or decisions based on chosen - Making judgments or decisions based on chosen criteria; standards and conditions. criteria; standards and conditions. criteria; standards and conditions. DIALECTICAL THOUGHT DIALECTICAL THOUGHT DIALECTICAL THOUGHT - Thinking about two or more different points of - Thinking about two or more different points of - Thinking about two or more different points of view at the same time; understanding those points view at the same time; understanding those view at the same time; understanding those points of view; being able to construct an argument for points of view; being able to construct an of view; being able to construct an argument for each point of view based on knowledge of the argument for each point of view based on each point of view based on knowledge of the other(s); realizing that other people can also take knowledge of the other(s); realizing that other other(s); realizing that other people can also take ones own point of view. people can also take ones own point of view. ones own point of view. MET COGNITION MET COGNITION MET COGNITION - Analyzing ones own and others thought - Analyzing ones own and others thought - Analyzing ones own and others thought processes; thinking about how one thinks and how processes; thinking about how one thinks and processes; thinking about how one thinks and how one learns. how one learns. one learns. VIEWING VIEWING VIEWING - Interpreting and analyzing visuals and multimedia; - Interpreting and analyzing visuals and - Interpreting and analyzing visuals and multimedia; understanding the ways in which images and multimedia; understanding the ways in which understanding the ways in which images and language interact to convey ideas, values and images and language interact to convey ideas, language interact to convey ideas, values and beliefs; making informed choices about personal values and beliefs; making informed choices beliefs; making informed choices about personal viewing experiences. about personal viewing experiences. viewing experiences.

S K I L L

PRESENTING PRESENTING PRESENTING - Constructing visuals and multimedia for a range of - Constructing visuals and multimedia for a range - Constructing visuals and multimedia for a range of purposes and audiences; communicating of purposes and audiences; communicating purposes and audiences; communicating information and ideas through a variety of visual information and ideas through a variety of visual information and ideas through a variety of visual media; using appropriate technology for effective media; using appropriate technology for media; using appropriate technology for effective presentation and representation. effective presentation and representation. presentation and representation. NON-VERBAL COMMUNICATION NON-VERBAL COMMUNICATION NON-VERBAL COMMUNICATION

Recognizing the meaning of visual and kinaesthetic communication; recognizing and creating signs; interpreting and utilizing symbols.

Recognizing the meaning of visual and kinaesthetic communication; recognizing and creating signs; interpreting and utilizing symbols.

Recognizing the meaning of visual and kinaesthetic communication; recognizing and creating signs; interpreting and utilizing symbols.

FINE-MOTOR SKILLS - Exhibiting skills in which precision in delicate FINE-MOTOR SKILLS muscle systems is required. - Exhibiting skills in which precision in delicate muscle systems is required. SPATIAL AWARENESS - Displaying sensitivity to the position of objects in SPATIAL AWARENESS relation to oneself or each other. - Displaying sensitivity to the position of objects in relation to oneself or each other. ORGANIZATION - Planning and carrying out activities effectively. ORGANIZATION - Planning and carrying out activities effectively. TIME MANAGEMENT - Using time effectively and appropriately. TIME MANAGEMENT - Using time effectively and appropriately. SAFETY - Engaging in personal behavior that avoids placing SAFETY oneself or others in danger or at risk.

FINE-MOTOR SKILLS - Exhibiting skills in which precision in delicate muscle systems is required. SPATIAL AWARENESS - Displaying sensitivity to the position of objects in relation to oneself or each other. ORGANIZATION - Planning and carrying out activities effectively. TIME MANAGEMENT - Using time effectively and appropriately. SAFETY

S K I L L S

Engaging in personal behavior that avoids placing oneself or others in danger or at risk.

Engaging in personal behavior that avoids placing oneself or others in danger or at risk.

HEALTHY LIFESTYLE - Making informed choices to achieve a balance in HEALTHY LIFESTYLE HEALTHY LIFESTYLE nutrition, rest, relaxation and exercise; practicing - Making informed choices to achieve a balance in - Making informed choices to achieve a balance in appropriate hygiene and self-care. nutrition, rest, relaxation and exercise; practicing nutrition, rest, relaxation and exercise; practicing appropriate hygiene and self-care. appropriate hygiene and self-care. CODES OF BEHAVIOR - Knowing and applying appropriate rules or CODES OF BEHAVIOR CODES OF BEHAVIOR operating procedures of groups of people. - Knowing and applying appropriate rules or - Knowing and applying appropriate rules or operating procedures of groups of people. operating procedures of groups of people. INFORMED CHOICES - Selecting an appropriate course of action or INFORMED CHOICES INFORMED CHOICES behaviour based on fact or opinion. - Selecting an appropriate course of action or - Selecting an appropriate course of action or behaviour based on fact or opinion. behaviour based on fact or opinion. ACCEPTING RESPONSIBILITY ACCEPTING RESPONSIBILITY ACCEPTING RESPONSIBILITY - Taking on and completing tasks in an appropriate - Taking on and completing tasks in an - Taking on and completing tasks in an appropriate manner; being willing to assume a share of the appropriate manner; being willing to assume a manner; being willing to assume a share of the responsibility. share of the responsibility. responsibility. RESPECTING OTHERS RESPECTING OTHERS RESPECTING OTHERS - Listening sensitively to others; making decisions - Listening sensitively to others; making decisions - Listening sensitively to others; making decisions based on fairness and equality; recognizing that based on fairness and equality; recognizing that based on fairness and equality; recognizing that others beliefs, viewpoints, religions and ideas others beliefs, viewpoints, religions and ideas others beliefs, viewpoints, religions and ideas may may differ from ones own; stating ones opinion may differ from ones own; stating ones opinion differ from ones own; stating ones opinion without hurting others. without hurting others. without hurting others. COOPERATING COOPERATING COOPERATING

A T T

I T U D E S

Working cooperatively in a group; being - Working cooperatively in a group; being courteous courteous to others; sharing materials; taking to others; sharing materials; taking turns. turns. RESOLVING CONFLICT RESOLVING CONFLICT RESOLVING CONFLICT - Listening carefully to others; compromising; - Listening carefully to others; compromising; - Listening carefully to others; compromising; reacting reasonably to the situation; accepting reacting reasonably to the situation; accepting reacting reasonably to the situation; accepting responsibility appropriately; being fair. responsibility appropriately; being fair. responsibility appropriately; being fair. GROUP DECISION-MAKING GROUP DECISION-MAKING GROUP DECISION-MAKING - Listening to others; discussing ideas; asking - Listening to others; discussing ideas; asking - Listening to others; discussing ideas; asking questions; working towards and obtaining questions; working towards and obtaining questions; working towards and obtaining consensus. consensus. consensus. ADOPTING A VARIETY OF GROUP ROLES ADOPTING A VARIETY OF GROUP ROLES ADOPTING A VARIETY OF GROUP ROLES

Working cooperatively in a group; being courteous to others; sharing materials; taking turns.

Understanding what behavior is appropriate in a given situation and acting accordingly; being a leader in some circumstances, a follower in others.

Understanding what behavior is appropriate in a given situation and acting accordingly; being a leader in some circumstances, a follower in others.

Understanding what behavior is appropriate in a given situation and acting accordingly; being a leader in some circumstances, a follower in others.